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A Learning-Support Approach to University Physics Education
ZHAO Xinli
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DOI:10.17265/2161-623X/2026.08.004
University of Shanghai for Science and Technology, Shanghai, China
University physics education often faces low student engagement, superficial homework completion, and unsatisfactory learning outcomes, even when attendance, assignments, online learning, and examinations are included in course management. Based on classroom practice, this paper analyzes the limitations of procedural control and proposes a learning-support approach integrating pre-class diagnosis, question-chain teaching, peer interaction, reflective homework, and formative assessment. The study argues that effective physics education should move beyond task completion and create structured opportunities for conceptual understanding, active reasoning, and self-regulated learning.
university physics education, student engagement, learning support, formative assessment, teaching reform
ZHAO Xinli. (2026). A Learning-Support Approach to University Physics Education. US-China Education Review A, August 2026, Vol. 16, No. 8, 580-585.
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